What makes our school different?
We spend time getting to know individual needs and abilities including our gifted and talented. Our curriculum is tailored around the pupils’ interests so as far as possible the pupils help to choose the way they learn. We believe this is the key to inspiring and motivating our learners.
We teach our pupils to be independent learners. We encourage our pupils to be fully involved in their learning and their successes and teach them the skills to problem solve, continually strive to achieve and have growth mindsets.
We want our pupils to be responsible. Pupils are given special responsibilities across the school including Prefects in Year 6, making school decisions in the Learning Detectives group and School Councils and being House captains.
Our staff love teaching and are committed to continually developing their own skills through training and visiting other classes and schools. We also encourage regular feedback on how we are doing through our bi-annual questionnaires and termly ‘Have Your Say’/Breakfast morning meetings for parents.
We value the importance of outdoor learning.
The school recognises it has to make special efforts to ensure that all groups prosper including:
o Boys and girls, men and women
2) We prepare our children with excellent life-long learning skills to meet the demands of a fast changing world.
1) Our Red Kite school values (Responsible, Enthusiastic, Determined, Kind, Independent, Team Player and Enriched) are embedded into everything that we do within a nurturing and supportive Church of England school.
• Everyone supports the school values that underpin our Christian ethos. Our values prepare children for living in a multi-cultural society.
• Children are passionate and confident to express their thoughts and views. The development of spiritual, moral, social and cultural skills is fully embedded across all aspects of school life.
• Every child feels valued within our welcoming, safe and friendly environment. Everyone’s strengths, whether these are academic, technical, artistic, scientific or physical are recognised, celebrated and developed.
• We promote the growth mind-set approach to learning. Everyone feels fully involved and responsible for their learning.
• The school is a vibrant, engaging and positive place where pupils and staff love learning.
• Children leave our school confident, ambitious and independent, ready for the next stage of their learning.
3) We enrich the learning experience using the school environment, local facilities, visits and visitors.
• We offer a range of extra curricular clubs to celebrate and promote the pupils’ talents and interests.
• Annual events such as International Evening, Friendship Times, Science and Arts week and May Day enrich the learning experience.
• Children are actively involved in our local community and the local community are actively involved with the school. Strong links with the local Church reinforce our Christian values.
School’s Commitment to Equalities
As a school we welcome our duties under the Equality Act 2010. The general duties are to:
We understand the principal of the act and the work needed to ensure that those with protected characteristics are not discriminated against and are given equality of opportunity.
We also welcome our duty under the Education and Inspections Act 2006 to promote community cohesion.
We recognise that these duties reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998. The school recognises that new Positive Action provisions in the Equalities Act 2010 allow us to target measures that are designed to alleviate disadvantages experienced by, or to meet the particular needs of, pupils with particular protected characteristics. If we decide to use these we will ensure that it is a proportionate response to achieve the relevant aim.
Analysis of Pupil Achievement and Vulnerable Groups
Key Stage 2 Headlines (29 in cohort)
End of Key Stage 1 Attainment
Year 1 Phonics Screen (27 in cohort)
Year 2 Cumulative Phonics Screen (6 retests)
EYFS (30 in cohort)
Challenges for the school
• Writing was lower than national at KS2 and lower than Reading and Maths in KS1.
• Disadvantaged pupils performed below the national in phonics, at the end of KS1
in Reading and Writing and end of Year 6 in Writing.
• Boys did not perform as well as girls in writing.
Writing RAP 1
• Improve the standard of writing with a focus on boys’ performance so that boys perform in line with girls in all classes. Expected standards in writing to be at least 85% at the end of the year for each year group. 100% of SEN/PP pupils targeted to make at least expected progress in writing and 65% are making better than expected.
• Introduce a handwriting scheme across the school with the expectation that all pupils are consistently joining their writing by Year 2.
• Raise expectation for spelling so that at least 80% of pupils in each class spell the expected year group words correctly across all subjects.
Phonics and Comprehension skills RAP 1
• Continue to develop the confidence and expertise of all staff especially teaching assistants to teach high quality phonics so that at least 90% of pupils reach the expected standard at the end of Year 1 and at least 100% pass the re-test at the end of Year 2.
Maths RAP 2
• Increase the teaching of timestables and identified basic number facts so that all children can apply these skills at an age appropriate level resulting in at least 85% reaching the expected level by the end of the year and 100% of SEN and PP making at least expected progress.
Teaching, Learning and Assessment RAP 3• Provide clear, whole school expectations for effective learning for pupils linked to the growth mind-set approach so that lesson visits, book monitoring, pupil feedback and learning environments show that pupils are fully engaged in the learning process. All classes to have interactive road to learning displays.
• Improve effectiveness of feedback to all learners so that all pupils are consistently responding to feedback and continuing to improve work.
• Embed assessment procedures so that progress and depth of learning can be assessed accurately and planning responds to pupil needs.
SEN/PP/Pupils at Risk RAP 4• Target quality first teaching for SEN and PP boys in writing so that they perform in line with girls.
• Analyse needs and target support for SEN and PP boys in phonics in EY and Y1
• Develop the confidence of PP girls to problem solve and self challenge in maths so that they perform in line with boys.
Early Years RAP 5
• Increase opportunities for writing especially in the outside area so that at least 85% of pupils achieve the expected standard at the end of FS and boys perform in line with girls.
About Our School >
Equality Action Plan 2016
Equality Action Plan 2016
Garsington CE Primary School is committed to the education of the whole child. Through a broad, balanced and relevant curriculum we aim to encourage personal fulfilment and enjoyment as well as the children’s positive attitude towards their own learning and a self-perception as successful and independent learners. Children have varied life experiences and needs. In consideration of this it is necessary to ensure the curriculum and the means by which we deliver it, is inclusive and provides equal and appropriate access. Garsington CE Primary School is committed to inclusion. The school defines inclusion as a process of identifying, understanding and breaking down barriers to participation and belonging. In our teaching, communication with parents and work with governors we aim to provide equal opportunities for all learners, whatever their age, gender, ethnicity, special need, medical conditions, attainment and background.